online learning – Dr. Barbara Brown

April 22, 2023May 3, 2023

AI Prompts for Moderating a Panel Presentation

I will be moderating a panel discussing Artificial Intelligence (AI) in education at an upcoming session that is part of the #ETMOOC2 Artificial Intelligence and You mini MOOC. Free Registration – https://sites.google.com/view/etmooc-two/

This blog post provides information about how I used Chat.openai.com to help plan the panel presentation.

I started with the INPUT PROMPT:

Improve the following promotion message for a panel presentation about using artificial intelligence in educational contexts: Join us for a conversation about the possibilities for using artificial intelligence in educational contexts. Panelists will discuss perspectives around ethics, equity, and accessibility. They will share ideas about the issues and questions that are commonly asked about using AI, global trends, tenets and guiding principles and will showcase some grassroot applications for prioritizing equity, diversity, and inclusion in learning designs.

Chat.openai.com generated OUTPUT:

Looking to explore the exciting possibilities of using artificial intelligence in educational contexts? Join us for an engaging panel presentation featuring leading experts in the field. Our esteemed panelists will delve into the key ethical considerations surrounding AI, as well as issues of equity and accessibility in educational settings. From global trends to tenets and guiding principles, our experts will share their insights and offer actionable strategies for leveraging AI to prioritize equity, diversity, and inclusion in learning designs. Whether you’re an educator, a student, or simply curious about the potential impact of AI in education, this is an event you won’t want to miss. So mark your calendar and join us for a thought-provoking conversation that promises to inspire and inform! (OpenAI, 2023)

Here’s my revised version based on the ChatGPT-generated output (OpenAI, 2023):

Registration Link – https://sites.google.com/view/etmooc-two/home?authuser=0

Next, I started crafting questions for the panelists and a timeline/plan for the panel. Once I had a working draft, I thought it might be helpful to try a new prompt to see if I missed any key questions or if there was anything I should consider as the moderator.

INPUT PROMPT:

Provide a plan for the panel presentation with questions the moderator could ask three panelists. One panelist is an expert in global trends, research and ethics, and misconduct. The second expert has a focus on teaching and equity, diversity and inclusion in a faculty of education. The third expert has expertise in assessment and accessibility. (I realized that I spelled accessibility incorrectly in my prompt and this did not impact the output).

Chat.openai.com generated OUTPUT:

Panel Presentation Plan:

I. Introduction

Welcome and brief overview of the panel presentation
Introduce the panelists

II. Panel Discussion

Moderator poses questions to each panelist
Panelists provide their insights and responses
Moderator encourages cross-panelist dialogue

III. Q&A with the Audience

Moderator opens the floor to questions from the audience
Panelists provide responses and insights

IV. Conclusion

Moderator provides a summary of the key takeaways
Encourages further discussion and exploration

Moderator Questions:

1. For the panelist with expertise in global trends, research, and ethics:

How do you see AI shaping the future of education on a global scale?
What are some ethical considerations that must be taken into account when implementing AI in educational contexts?
What are some examples of AI-related misconduct in educational settings, and how can they be prevented?

2. For the panelist with a focus on teaching and equity, diversity, and inclusion in a faculty of education:

In what ways can AI be leveraged to promote equity, diversity, and inclusion in education?
How can educators ensure that AI tools are accessible to all students, regardless of their background or ability?
What are some challenges that educators may face when integrating AI into their teaching practice, and how can they be overcome?

3. For the panelist with expertise in assessment and accessibility:

What are some examples of AI tools that can be used to improve assessment and evaluation in education?
How can AI be leveraged to make educational resources more accessible to students with disabilities?
What are some potential drawbacks or limitations of using AI in assessment and accessibility, and how can they be addressed? (OpenAI, 2023)

I reviewed my questions and added some of the ideas from the output (OpenAI, 2023) to the panel presentation plan. Next, I shared the questions with the panelist to seek feedback and plan to continue working with the panelists to refine questions up to the date of the panel. I hope you can join us for the panel on May 3, 2023 for the #ETMOOC2 AI and You mini MOOC and ask your questions too!

Reference

OpenAI. (2023). ChatGPT (Apr 3 version) [Large language model]. https://chat.openai.com/chat

Note: Format for citation and reference based on APA Style “How to cite ChatGPT” blog post https://apastyle.apa.org/blog/how-to-cite-chatgpt

February 2, 2023April 22, 2023

Are you interested in starting a Master’s degree in Education in Summer 2023?

Start your Master’s degree (MEd Interdisciplinary) at the Werklund School of Education, University of Calgary. Apply before March 1st 2023! Take 4-courses each year while you work and finish your degree in three years!

Here’s some complementary 4-course topics that might interest you for your first or second year in the program:

Leading and Learning in a Digital Age (Fully Online)

Be a Leader in the Digital Age!

Join us in the award winning, fully online Master of Education program, Leading and Learning in a Digital Age acknowledged with a UNESCO Open Education Resource (OER) Implementation Award in 2021! Digital innovation and learning in multimodal contexts have become a global focus. Explore the complexities of inclusive and high-quality digital learning environments using online pedagogies. This four-course topic in Learning Sciences is fully online and designed with flexibility for working professionals. Learn alongside instructors and invited guests who are internationally recognized in the educational technology field and experience a highly interactive online learning experience with zero textbook costs (ZTC). New topics will include discussions around artificial intelligence!

Take risks and learn how to use innovative technologies, develop your social learning network, and critically examine the literature and research in the field. Plan to make a difference in your work context to help others navigate the complexities of living and working a digital world. This program attracts teachers and professionals in educational environments as well as professionals in other fields and disciplinary areas, world-wide.

For more information about this program, contact Dr. Barbara Brown – [email protected]

Collaborative Creativity for Social Innovation & Strategic Design (Fully Online)

Be a Changemaker!

Become a cohort member of this transformative four-course, fully online graduate program in education for those wishing to develop collaborative cultures of creativity in their professional workplaces, classrooms, and across connected networks. Learn to engage in interactivity and empathetic and generative communication in a way to achieve high levels of collaboration that leverages the strengths of each group and community member to achieve what would be difficult or near impossible as individuals. All courses are online and highly interactive!

A central feature of this program is continual collaborative engagement in contextual personal and professional creative problem solving across a wide range of real-world contexts from the United Nations Sustainable Global Goals to the classroom or professional workplace. This is supported by action and literature-based research in creativity, collaboration, and human-centred design. The Collaborative Creativity for Social Innovation & Strategic Design graduate program will help you develop and empower your creative and collaborative potentials and those around you.

For more information about this program, contact Dr. Robert Kelly – [email protected]

Dynamic Design in Education (Fully Online)

Dynamic Design in Education sponsors an immersion into the sciences underlying learning to help educators and leaders understand the strengths and benefits of good learning design and the many challenges that teacher designers face. As you engage in this cohort-based learning experience, you will come to appreciate designs for learning and assessment for learning, collaborate with your peers to create new designs for learning and research, and develop new insights and competencies in the evaluation of learning and learning environments – for learners and for teachers. For those new to design thinking, this graduate certificate engages you in recognizing yourself as a designer of learning in your subject of expertise to transform your students’ learning experiences across different learning environments (formal and informal; online, face-to-face, and blended). The Dynamic Design program is fully online!

For more information about this program, contact Dr. Michele Jacobsen – [email protected]

Learn more about the MEd Interdisciplinary Program and other topics offered for Summer 2023!

January 23, 2022April 22, 2023

MEd Summer 2022 Programs

Are you interested in starting a Master’s degree (MEd Interdisciplinary) in Education in Summer 2022? We are hosting an information session on January 25, 2022 at 6pm MT. Register for the session – here

Here’s a couple of programs that might interest you:

Leading and Learning in a Digital Age (Fully Online)

Be a Leader in the Digital Age!

For more information about this program, contact Dr. Barbara Brown – [email protected]

Collaborative Creativity for Social Innovation & Human-Centred Design (Fully Online)

Be a Changemaker!

A central feature of this program is continual collaborative engagement in contextual personal and professional creative problem solving across a wide range of real-world contexts from the United Nations Sustainable Global Goals to the classroom or professional workplace. This is supported by action and literature-based research in creativity, collaboration, and human-centred design. The Collaborative Creativity for Social Innovation and Human-Centred Design graduate program will help you develop and empower your creative and collaborative potentials and those around you.

For more information about this program, contact Dr. Robert Kelly – [email protected]

Learn more about the MEd Interdisciplinary Program and other topics offered for Summer 2022!

October 3, 2021April 22, 2023

UNESCO OER Implementation Award for Excellence 2021

Congratulations to our team for presenting a session at the Open Education Global Conference 2021. The online conference was from September 27 – October 1, 2021.

Awards for excellence recognize contributions and in 2021 our team including myself (PI), Verena Roberts, Michele Jacobsen, Christie Hurrell, Nicole Neutzling and Mia Travers-Hayward, along with conference presenters received the UNESCO OER Implementation Award for Excellence for collective impact of the community.

Our slides from the presentation can be accessed here.

April 30, 2021April 22, 2023

Coded Bias: Education Panelist Perspective

The film Coded Bias makes an excellent contribution to a dialogue that is far too limited in education. My comments and perspectives are based on my career as a K-12 teacher and now working in teacher education in post-secondary with an interest in transforming teaching and learning. I would like to thank Shalini Kantayya and everyone involved in the film making for provoking this much needed dialogue to help guide the way forward as machine learning and artificial intelligence (AI) continue to evolve and impact all aspects of society. The film reminds us that societal biases can be encoded in algorithms unknowingly or unintentionally and can lead to algorithmic bias, a problem that may not be easily detected. The use of algorithms can lead to important decisions that affect people’s lives. As shown in the film, it’s possible for an algorithm to provide an invalid assessment of an exemplary teacher that can impact employment, retention or tenure. Similarly, invalid assessments of students can impact admissions, program advancement, assessments and decisions related to their academic conduct. What are the imperatives for education? For educators, for schools, for curricula? I would like to discuss three imperatives (I’m sure there are many more):

First, biases need to be critically examined. I often refer to the double-edged sword of innovation. With AI for example, there can be extraordinary opportunities for improvement, such as increased efficiency but there can also be significant consequences, such as the invasive surveillance shown in the film. Technology can be helpful and at the same time technology can also cause undue harm. AI can be developed for seemingly good purposes and with intent to be harmless not harmful. However, there can be insufficient attention to the biases in designs. In teaching we refer to teachers as designers of learning and recognize that each teacher has bias, each curriculum designer has bias, each curriculum has bias. The film demonstrates why it is important for designers in any field to analyze bias in their designs. Bias in designs need to be critically analyzed and questioned from multiple perspectives; bias needs to be discovered and uncovered at the very early stages in the design process. Too often designers move from prototype to testing or from draft curricula in education to pilot phases without critically examining and limiting the biases.

A second imperative is to raise the expectations and standards for ethics in designs.

In education we need transparency and accountability for algorithms that are used that have potential to impact overall advancement of individuals. There needs to be full disclosure of the algorithms and there needs to be regulations for their use. We need to question the ethics and raise the standards when using AI as the first step and first stop in making important decisions that have human impact. False positives can have a significant negative human impact.

A third imperative is to take responsibility and assume a role in protecting integrity. We all have a role and responsibility to protect the integrity of a meaningful world. In my role as an educator and scholar in education, and an academic coordinator for a graduate program called Leading and Learning in a Digital Age, I aim to design courses and conduct research and continually interrogate and critically examine implications of innovations in education. We need to advocate for, look for and consider plausible consequences when designing learning or when faced with testing or piloting any new inventions and innovation. As a society, how might we take action? How might we advance high standards of the technologies we use with learners, the technologies we develop for learning, the learning designs and the curricula used?

There were three key imperatives that resonated with me from an educational perspective as I viewed the film: there is a need to critically examine the biases; there is a need to raise the expectations and standards for ethics in designs; and there is need for all of us to take responsibility and assume a role in protecting the integrity of a meaningful world.

You may find the following related links interesting ( shared by Dr. Lisa Silver, Faculty of Law, University of Calgary):

Federal Digital Charter: https://www.ic.gc.ca/eic/site/062.nsf/eng/h_00108.html

Law Commission of Ontario, The Rise and Fall of AI and Algorithms In American Criminal Justice: Lessons for Canada, (Toronto: October 2020)

Lisa Silver and Gideon Christian, “Harnessing the Power of AI Technology; A Commentary on the Law Commission of Ontario Report on AI and the Criminal Justice System” (November 18, 2020), online: ABlawg, http://ablawg.ca/wp-content/uploads/2020/11/Blog_LS_GC_LCO_Report.pdf (commenting on the LCO Report)

Recent privacy review of Clearview AI: Joint investigation of Clearview AI, Inc. by the Office of the Privacy Commissioner of Canada, the Commission d’accès à l’information du Québec, the Information and Privacy Commissioner for British Columbia, and the Information Privacy Commissioner of Alberta:

https://canlii.ca/t/jd55x

Ewert v. Canada, 2018 SCC 30 (CanLII), [2018] 2 SCR 165: https://canlii.ca/t/hshjz (bias in risk assessment tools)

Multiple Reports on the issue from AI NOW Institute: https://ainowinstitute.org/reports.html.

LAWNOW Magazine – Special report on Privacy: https://canlii.ca/t/sjpm

An accessible perspective: McSweeney’s Issue 54: The End of Trust (2018)

March 29, 2021April 22, 2023

Advancing Faculty Development and Graduate Supervision Online: A Global Dialogue Forum

Overview of our global dialogue presented on March 30, 2021: In this session we discuss the challenges and opportunities for advancing faculty development and graduate supervision in online learning. We dispel myths about online learning environments and discuss how digital innovations provide possibilities for faculty and students to learn and connect globally. We also share our experiences with engaging pre-service, in-service teachers, and faculty in professional learning through an online pedagogy series and graduate supervision MOOC.

Link to Presentation – Mar30-2021 Slides.pptx

University of Calgary Links:

Werklund School of Education Graduate Programs, University of Calgary – https://werklund.ucalgary.ca/graduate-programs

Taylor Institute for Teaching and Learning, University of Calgary – https://taylorinstitute.ucalgary.ca/ (open access learning modules)

Other Related Sources:

Brown, B. (2019). One-Take Productions for Student Feedback. Education Canada Magazine, 59(2). https://www.edcan.ca/articles/student-feedback/

Brown, B. (2020). Using Zoom to create weekly video message for students.

http://www.drbarbbrown.com/2020/06/18/using-zoom-to-create-a-weekly-video-message-for-students/

Brown, B., Alonso-Yanez, G., Friesen, S., & Jacobsen, M. (2020). High school redesign: Carnegie unit as a catalyst for change. Canadian Journal of Educational Administration and Policy (CJEAP), 193, 97-114. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066

Brown, B., Burns, A., Kendrick, A., Kapoyannis, T., & Delanoy, N. (2020). Adapting to changing K-12 contexts during COVID-19: Teacher education perspectives. In M. K. Barbour & LaBonte, R., Stories from the field: Voices of K-12 Stakeholders during Pandemic, Canadian eLearning Network, pp. 63-68. https://sites.google.com/view/canelearn-ert/

Brown, B. & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses. In L. Wilton, & Brett C. (Eds.) Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262), IGI Global. https://doi.org/10.4018/978-1-7998-3292-8

Brown, B., Jacobsen, M., & Lambert, D. (2014, May 9-10). Learning technologies in higher education [Paper presentation]. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to the Challenge Conference, (pp. 25-43). Werklund School of Education, University of Calgary, AB, Canada. http://hdl.handle.net/1880/50588

Brown, B., Roberts, V., Jacobsen, M., & Hurrell, C. (Eds.) (2020). Ethical use of technology in digital learning environments: Graduate student perspectives. University of Calgary [eBook] https://doi.org/10.11575/ant1-kb38

Brown, B. & Vaughan, N. (2018). Designing group work in blended learning environments. In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching and Learning (pp. 82-97). Society for the Teaching of Psychology web site: https://teachpsych.org/ebooks/useoftech

Donovan, T., Bates, T., Seaman, J., Mayer, D., Martel, E., Paul, R., . . . Poulin, R. (2019). Tracking online and distance education in Canadian universities and colleges: 2018. Canadian National Survey of Online and Distance Education, Public Report. Canadian Digital Learning Research Association. https://onlinelearningsurveycanada.ca/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Community of Inquiry (CoI) Framework – https://coi.athabascau.ca/coi-model/

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003

Irvine, V. (2020, Oct 26). The Landscape of Merging Modalities. Educause Review, 4. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities

Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada. https://www.edcan.ca/articles/strategies-for-engagement/

Jacobsen, M., Brown, B., & Lambert, D. (2013). Technology-enhanced learning environments in higher education: A review of the literature. Werklund School of Education, University of Calgary, (80 pages). http://hdl.handle.net/1880/52244

Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13. https://www.thejeo.com/archive/2019_16_1/martin

Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning Technology, 41(2), 1-26. https://www.cjlt.ca/index.php/cjlt/article/view/26977

Note: This post is also available on Dr. Michele Jacobsen’s blog

Feel free to connect with us: [email protected] and [email protected] OR Twitter handles: @barbbrown @dmichelej

January 26, 2021April 22, 2023

Two Exciting Master’s Degree Topics in Learning Sciences

Be a Leader in the Digital Age!

You are invited to join us in the Master of Education program, Leading and Learning in a Digital Age. Digital innovation and learning in multimodal contexts are a global focus. Explore the complexities of inclusive and high-quality digital learning environments using online pedagogies. This four-course topic in Learning Sciences is fully online and designed with flexibility for working professionals. You will: (i) examine the implications for designing and leading interdisciplinary and technology-rich learning; (ii) strengthen your competencies in technological literacies; (iii) explore ethics in technology-enhanced learning environments; and (iv) plan for leading and empowering citizenry in a participatory and digital age. Learn alongside instructors and invited guests who are internationally recognized in the educational technology field and experience a highly interactive online learning experience.

Take risks and learn how to use innovative technologies, develop your social learning network, and critically examine the literature and research in the field. Plan to make a difference in your work context to help others navigate the complexities of living and working a digital world. This topic attracts teachers and professionals in educational environments as well as professionals in other fields and disciplinary areas, world-wide.

Apply by March 1, 2021

For more information, contact Academic Coordinator, Dr. Barb Brown, Associate Dean, Teaching and Learning, Werklund School of Education – [email protected]

Be a Changemaker!

Become a cohort member of this four-course graduate program in education for those wishing to develop collaborative cultures of creativity in their professional workplaces, classrooms, and across connected networks. Learn to engage in interactivity and empathetic and generative communication in a way to achieve high levels of collaboration that leverages the strengths of each group and community member to achieve what would be difficult or near impossible as individuals. This program is fully online and designed with flexibility for working professionals. Develop and empower your creative and collaborative potentials and of those around you.

A central feature of this program is continual collaborative engagement in contextual personal and professional creative problem solving across a wide range of real world contexts from the United Nations Sustainable Global Goals to the classroom or professional workplace. This is supported against a backdrop of both action and literature-based research into the fields of creativity, collaboration, and human-centred design. The Collaborative Creativity for Social Innovation and Human-Centred Design program attracts those from diverse educational and professional backgrounds wishing to engage in a truly unique, transformative experience in a highly interactive, virtual educational space.

Apply by March 1 , 2021

For more information, contact Academic Coordinator, Dr. Robert Kelly, Associate Professor, Faculty of Arts, University of Calgary – [email protected]

NOTE: The two programs can be taken sequentially and then stacked with a third year (4 research courses) to complete an MEd degree. Alternatively, participants can take any one of the two programs for professional learning purposes (and receive a certificate). Both are offered fully online and completed over one year while working full-time. There are also numerous other program options that can be stacked with these ones if you are looking for a different topic.

Applications are open until March 1, 2021 for programs commencing in July 2021. Visit the MEd Interdisciplinary site for more information and Apply Now through to March 1, 2021!

January 10, 2021April 22, 2023

Ethical use of technology in digital learning environments

Brown, B., Roberts, V., Jacobsen, M., Hurrell, C. (Eds.). (2020). Ethical use of technology in digital learning environments: Graduate student perspectives. University of Calgary. https://doi.org/10.11575/ant1-kb38

This open access book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary, Leading and Learning in a Digital Age – https://werklund.ucalgary.ca/graduate-programs/leading-learning-in-digital-age

The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were invited to contribute a chapter and co-design the chapter with their instructor and peers. Behind the scenes, there was a team of editors and research assistants who worked to create the book and publish in the open access format. As a result, there are ten chapters in the book, including nine chapters written by students in the program and an introductory chapter written by the team of editors. It took one full year to complete the book from start to finish. The chapters were drafted during the early part of 2020 and the team of editors carefully reviewed each chapter and continued to work with the chapter authors throughout the year to make revisions and refine each chapter. Finally, the chapters were reviewed by a professional copyeditor prior to publishing the book. It was impressive to see the high level of student engagement and level of commitment demonstrated by the students even after they completed their course work and the program.

If you are interested in learning more about the MEd program in the Werklund School of Education at the University of Calgary, consider Leading and Learning in a Digital Age – https://werklund.ucalgary.ca/graduate-programs/leading-learning-in-digital-age

Applications for programs starting in July 2021 are now open and close on March 1, 2021.

December 1, 2020April 22, 2023

Exploring the Promise of Online and Blended Pedagogy (Jacobsen & Brown, Nov 30, 2020)

Interactive Technology Demos, Resources and References from our Synchronous Session in the WSE Professional Learning Series: https://werklund.ucalgary.ca/professional-learning-series

Overview: Good teaching is good teaching whether it occurs online or in blended contexts. One of the myths of online learning is that it is inferior to meeting in person. In this session, we explore how teachers can cultivate strong relationships with students and create the conditions for learning in digital spaces. This session focuses on ways teachers can engage with networked learning communities and access expertise and resources for teaching in diverse contexts. Session slides: Nov30-2020 Slides

Connect with us:

[email protected] and [email protected]

Twitter: @barbbrown @dmichelej

Interactive Technology Demos

Google slides, Google forms & Google jamboards

- https://jamboard.google.com/d/1K6MDIaO9fhcniFNAZLaXThAFlb-XBKBjAz0G0NMRU6k/viewer?f=0

- https://forms.gle/MDRMQ2dCPGjK4rdH6

Mentimeter – www.menti.com

Zoom videoconferencing

Zoom polls, Zoom chat, Zoom annotations, Zoom breakout rooms

Using Zoom to Create Messages

Using Zoom to Create a Weekly Video Message for Students

Resources & Networks

Bitmoji Classroom Tutorial: https://glittermeetsglue.com/virtual-bitmoji-classroom/

Bitmoji Creation: https://www.bitmoji.com/ Then, adding as a Google Chrome Extension: https://chrome.google.com/webstore/detail/bitmoji/bfgdeiadkckfbkeigkoncpdieiiefpig?hl=en

Media Smarts – https://mediasmarts.ca Canada’s Centre for Digital and Media Literacy

EdCan Network – https://www.edcan.ca
- National Educational Association that amplifies how teachers, principals, superintendents, researchers and other education leaders are boldly challenging the status quo.

- Open access to Education Canada Magazine

- Teaching Effectiveness Framework: https://www.edcan.ca/articles/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/

Werklund School of Education Graduate Programs – https://werklund.ucalgary.ca/graduate-programs

Taylor Institute, UCalgary, Open Access Seminars – https://taylorinstitute.ucalgary.ca/

Visible Learning Online Resources – https://visible-learning.org/

References & Readings

Brown, B., & Jacobsen, M. (2020, September 3). Underlying Messages and Myths about Online Learning. Blog: http://girlprof.blogspot.com/2020/09/underlying-messages-and-myths-about.html

Underlying Messages and Myths about Online Learning

Brown, B. (2019). One-Take Productions for Student Feedback. Education Canada Magazine, 59(2). https://www.edcan.ca/articles/student-feedback/

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, Technology & Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education eBook: https://www.learntechlib.org/p/216903/

Friesen, S., Saar, C., Park, A., Marcotte, C., Hampshire, T., Martin, B., Brown, B., & Martin, J. (2015). Focus on Inquiry. [eBook] http://inquiry.galileo.org/

Friesen, S. (2009). What did you do in school today? Teaching Effectiveness: A Framework and Rubric. Canadian Education Association. https://galileo.org/publication/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/

Friesen, S. (2015). “An Inquiry Stance on Practice: How the Process of Inquiry Produces Knowledge”. Focus on Inquiry. https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Community of Inquiry (CoI) Framework – https://coi.athabascau.ca/coi-model/

Irvine, V. (2020, Oct 26). The Landscape of Merging Modalities. Educause Review, 4. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities

Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada, https://www.edcan.ca/articles/strategies-for-engagement/

Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13. https://www.thejeo.com/archive/2019_16_1/martin

Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning Designs using Flipped Classroom Instruction. Canadian Journal of Learning and Technology, 41(2), 1-26. https://doi.org/10.21432/T2PG7P

Minero, E. (2020, August). Educators turn to Bitmoji to build community and engagement. Edutopia. https://www.edutopia.org/article/educators-turn-bitmoji-build-community-and-engagement

Stelmach, B. M., Hunter, D. M., Brown, B., O’Connor, B., & Brandon, J. (2019). Optimum Learning for All Students: Highlights from the Research Literature. http://hdl.handle.net/1880/110447

Tucker, C. (2020, August 19). Asynchronous vs. Synchronous: How to Design for Each Type of Learning. https://catlintucker.com/2020/08/asynchronous-vs-synchronous/

Werklund School of Education Research Partnership. Optimum Learning for All Students: Implementing Alberta’s 2018 Professional Practice Standards. Online: https://werklund.ucalgary.ca/community-engagement/partner-research-schools/research-partnerships/optimum-learning-all

This post is also available on Dr. Jacobsen’s site –http://girlprof.blogspot.com/2020/11/exploring-promise-of-online-and-blended.html